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This is the 5th edition with a publication date of 8/31/2009.
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Using realistic case studies, dialogues, and open-ended questions, the Fifth Edition tackles such crucial questions as: Do schools socialize students to become productive workers? - Does schooling reproduce social class and pass on ethnic and gender biases? - Can a teacher avoid passing on dominant social and cultural values? - What besides subjects do students really learn in schools?
Walter Feinberg is Professor of Educational Policy Emeritus at the University of Illinois at Urbana-Champaign. Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.
Table of Contents
|The Relation of School to Society||p. 1|
|What This Book is About||p. 3|
|Factory Prep||p. 3|
|An Imaginary Society||p. 4|
|Three Schools of Thought||p. 6|
|The Form of the Book||p. 8|
|Schooling as Socialization and Progress||p. 11|
|The Functionalist Perspective on Schooling||p. 13|
|Equality of Educational Opportunity||p. 18|
|Educational Reform: Three Cases||p. 19|
|Assimilation, Political Socialization, and Modernization||p. 22|
|For Further Inquiry||p. 26|
|Functional Theory, Policy, and Problems||p. 27|
|Historical Impediments and Compensatory Education||p. 28|
|Intellectual and Cultural Impediments||p. 29|
|Problems with Functionalism||p. 34|
|For Further Inquiry||p. 38|
|Schooling as Legitimation and Reproduction||p. 39|
|Marxist Theory and Education||p. 41|
|Conflict Theory and Functionalism||p. 41|
|Marxist Theory||p. 44|
|Class Consciousness, False Consciousness, and Hegemony||p. 47|
|Marxism, Neo-Marxism, and Education||p. 50|
|A Neo-Marxist Interpretation of Schooling in Capitalist Society||p. 53|
|For Further Inquiry||p. 55|
|The Hidden Curriculum Revisited||p. 57|
|A Theory of Cultural Reproduction||p. 60|
|Student Subculture and the Working Class||p. 62|
|Puzzles, Problems, and Prospects||p. 66|
|Foucault and the Post Modern Move Beyond Marxism||p. 68|
|Feminism as a Form of Conflict Theory||p. 71|
|For Further Inquiry||p. 75|
|Interpretation and the Social Function of Schooling||p. 77|
|The Interpretivist Point of View||p. 79|
|An Argument for the Interpretivist Point of View||p. 82|
|The Active Quality of Mind||p. 84|
|The Role of Interpretation in Social Science||p. 85|
|Interpretive Scholarship in Education||p. 91|
|For Further Inquiry||p. 94|
|Meaning and Messages; Schooling and Socialization||p. 96|
|Hermeneutics and Interpretation||p. 100|
|Interpretation and Socialization||p. 102|
|Interpretation, Socialization, and Legitimation||p. 104|
|Objections to the Interpretivist Approach||p. 107|
|What Is at Stake?||p. 108|
|Cases and Disputes||p. 111|
|Cases and Disputes||p. 113|
|Student Government||p. 115|
|The Roots of School Failure||p. 116|
|The Hidden Curriculum||p. 118|
|National Reports on Education||p. 119|
|The Geography Lesson||p. 120|
|Resource Allocation||p. 121|
|College or Workforce?||p. 123|
|Individual Differences and Equal Opportunity||p. 125|
|Social Reproduction||p. 126|
|Equal but Separate||p. 128|
|Education for Work||p. 129|
|Workforce School||p. 130|
|Class Bias?||p. 131|
|Social Studies||p. 132|
|Interpretation and Ethical Relativism||p. 133|
|The New Student||p. 134|
|Mainstream or Not?||p. 135|
|Social Conditioning and Freedom||p. 136|
|Interpretation and Epistemic Relativism||p. 138|
|A Third World School System||p. 139|
|The Curriculum||p. 140|
|Additional Resources||p. 147|
|Table of Contents provided by Ingram. All Rights Reserved.|